PART 3: CHILDREN'S OUTCOMES - EDUCATION

Achievement in Reading Literacy, Mathematics and Science

Reading literacy

The ability to read proficiently is a fundamental skill that affects the learning experiences and school performance of children and adolescents.²⁶

Measure

The mean scores of children aged 15 based on the OECD-PISA Reading Literacy Scale.

Key findings

• In 2006, Irish children aged 15 achieved a mean score of 517.3 on the OECD-PISA Reading Literacy Scale (see Table 41).
• The mean score for children in Ireland in 2006 was not significantly different from the mean score in 2003 (515.5).

Differences by gender, age and social class

• In 2006, girls in Ireland performed better in reading literacy than boys, achieving a mean score of 534.0 compared to 500.2 (see Table 41). There was also a large difference in favour of girls in 2003.
• Reading achievement was related to social class in 2003 and in 2006. In 2006, the mean score of children from the highest social class category was much higher (551.2) than the mean score of children in the lowest social class category (490.2).

International comparisons

• In 2006, Ireland's mean score of 517 on the OECD-PISA Reading Literacy Scale was significantly above the OECD mean score of 492 (see Figure 13).
• Mexico was the lowest-scoring OECD country on this indicator, while Korea achieved the highest mean score.
• Ireland ranked 5th (true rank: 4th - 6th) in reading literacy among the 29 participating OECD countries for which reliable data were available. Ireland's mean score was not significantly different from that of New Zealand (ranked 4th) or Australia (ranked 6th).

Mathematics

Competence in mathematics is essential for functioning in everyday life, as well as for success in our increasingly technological workplace. ²⁷

Measure

The mean scores of children aged 15 based on the OECD-PISA Mathematics Literacy Scale.

Key findings

• In 2006, Irish children aged 15 achieved a mean score of 501.5 on the OECD-PISA Mathematics Literacy Scale (see Table 42).
• The mean score for children in Ireland in 2006 was not significantly different from the mean score in 2003 (502.8).

Differences by gender, age and social class

• In 2006, boys in Ireland outperformed girls in mathematics, with a mean score of 507.3 compared to 495.8 (see Table 42). Boys outperformed girls by a similar margin in 2003.
• In 2006, the mean mathematics score of children from the highest social class category was higher (532.8) than the mean of children from the medium or lowest social class categories (505.0 and 476.0 respectively). Achievement in mathematics was similarly related to social class in 2003.

International comparisons

• In 2006, Ireland's mean score of 501 on the OECD-PISA Mathematics Literacy Scale was not significantly different from the OECD mean score of 498 (see Figure 14).
• Mexico was the lowest-scoring OECD country on this indicator, while Finland achieved the highest mean score.
• In 2006, Ireland ranked 16th (true rank: 12th - 17th) in mathematical literacy among 30 participating OECD countries. Ireland's mean score was not significantly different from that of the Czech Republic, Iceland, Austria, Germany, Sweden, France, the United Kingdom or Poland.

Science

A solid base of scientific knowledge in primary and post-primary school can help to prepare students for situations requiring science in everyday life and provide them with tools for further study of science. ²⁸

Measure

The mean scores of children aged 15 based on the OECD-PISA Combined Scientific Literacy Scale.

Key findings

• In 2006, Irish children aged 15 achieved a mean score of 508.3 on the OECD-PISA Combined Scientific Literacy Scale (see Table 43).
• The mean score of children in Ireland in 2006 was not significantly different from the mean score in 2003 (505.4).

Differences by gender, age and social class

• In contrast to reading and mathematics, boys and girls in Ireland in 2006 achieved almost identical mean scores in science, at 508.1 and 508.5 respectively (see Table 43). Similarly in 2003, no significant difference was observed between boys and girls.
• As with reading and mathematics in 2006, children from the highest social class category achieved a higher mean score in science (542.3) than children in the medium or lowest social class categories (512.8 and 480.7 respectively). A similar pattern was observed in 2003.

International comparisons

• In 2006, Ireland's mean score of 508 on the OECD-PISA Combined Scientific Literacy Scale was significantly above the OECD mean score of 500 (see Figure 15).
• Mexico was the lowest-scoring OECD country on this indicator, while the highest mean score was achieved by children in Finland.
• Ireland ranked 14th (true rank: 10th - 16th) in scientific literacy among the 30 participating OECD countries. Ireland's mean score was not significantly different from that of Germany, the United Kingdom, the Czech Republic, Switzerland, Austria, Belgium, Hungary or Sweden.

Technical notes
In each assessment of 'literacy', the Programme for International Student Assessment (PISA) Survey includes the content or structure of knowledge, the processes that need to be performed and the situations in which skills and knowledge are applied. PISA data are explicitly designed to enable the comparison of skills between students in various countries, to serve as benchmarks for the education system and assist in understanding the relative strengths and weaknesses within countries.

Literacy and early school-leaving are intertwined in Irish policy: measures to tackle poor literacy levels encompass efforts to prevent early school-leaving and promote lifelong learning, including 'second-chance' education.

In 2006, science was a major assessment domain in PISA, meaning that it was comprehensively assessed, using a large number of test items. Reading literacy and mathematical literacy were minor assessment domains.

USA reading data were removed from PISA 2006 due to an error in the test booklet pagination.

The figures referred to as the OECD 'mean score' refer to the OECD 'country average' - i.e. the average of the means of all the participating countries, not the average of the means of all the OECD students pooled together.

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